Effects of Teacher-Delivered Guided-Notes Instruction on the History Performance of High School Students

• In Event: Poster Session 13
  In Poster Session: Special Education: Evidence-Based Practices

Abstract

The present study investigated the effects of Guided Notes (GNs) on the academic performance of five students with learning difficulties during History class at a high-school setting in Cyprus. A reversal ABAB design was utilized to assess students’ quiz and note-taking performances.Results evidenced a strong functional relationship between students’ academic performance and GNs for all students. Similar findings were noted for the note-taking performance where strong functional relationship was documented between GNs instruction and students' note-taking skills. Social validity outcomes from teacher and students strengthened the practicality of the strategy. Implications for practice are discussed.

Author

• Lefki Kourea, University of North Carolina - Charlotte